CAEP
Three-Year Plan

Produced: Jul 1, 2025, 06:05 PM UTC - By Valerie Gaona

Details

Consortium Information

In this section, information about the consortium, its primary and fiscal contacts, and CAEP funds received is auto-populated in NOVA.

As this information is auto-populated from your consortium's landing page in NOVA, make sure the information there is up-to-date, especially the Primary and Fiscal Contacts. This will ensure the correct information is auto-populated properly into the three-year plan.

Consortium Name:
65 Ventura County Adult Education Consortium
Address:
5200 Valentine Rd. | Ventura, CA | 93003
Website:
http://www.vcaec.org
Funding Channel 2025-26:
Direct Funded
CAEP Funds 2025-26:
$19,255,477
CAEP Funds 2024-25:
$18,798,676
CAEP Funds 2023-24:
$18,599,648

Consortium Contacts

Auto-populated

ResponsibilityNameEmailTitlePhone
Primary Contactmikesanders@conejoadulted.orgPrincipal(805) 497-2761
Primary Contactkathy.walker@adultedventura.eduVCAEC Coordinator(805) 289-7925 ext: 1016
Primary Contactasmith5@wested.orgProgram Associate
Primary Contactghill@wested.orgLead Facilitator(415) 615-3362

Members

Auto-populated

Member AgencyMember TypeContactPhone
Conejo Valley UnifiedUnified School DistrictMike Sanders(805) 497-2761
Fillmore UnifiedUnified School DistrictAndrea McNeill(805) 524-6018
Moorpark UnifiedUnified School DistrictSean Abajian(805) 378-6317
Ojai UnifiedUnified School DistrictAlexandra Mejia-Holdsworth(805) 640-4300 ext: 1009
Oxnard Union HighHigh School DistrictLeticia Carabajal Oxnard Adult School(805) 385-2616
Santa Paula UnifiedUnified School DistrictGina Ramirez Dr.(805) 933-8878
Simi Valley UnifiedUnified School DistrictStacy Cashman(805) 579-6200 ext: 1605
Ventura Co. Office of EducationCounty Office of Education (COE)Marty McGrady(805) 437-1425
Ventura UnifiedUnified School DistrictScott McNutt
Ventura County CCDDistrictCynthia Herrera

Executive Summary

The Ventura Adult Education Consortium was established in 2015 in response to Assembly Bill AB 86, which provided grant funds to regional collaboratives of community colleges and adult schools to develop plans addressing the educational and workforce training needs of adult learners across the state. Driving this initiative was the recognition that adult learners are better served when regional education providers work together to support the common good. VCAEC membership includes Ventura's eight adult schools (Conejo Valley, Fillmore, Moorpark, Ojai, Oxnard Union, Santa Paula, Simi Valley, and Ventura Unified), the Ventura County Office of Education, and the Ventura Community College District. 

The vision of the VCAEC is to create a collaborative, seamless, integrated student pathway system that is supportive, equitable, and responsive to community needs. Its mission is to deliver essential programs and services in adult basic and secondary education, English Language learning, and career education and training to help adult learners cultivate the skills they need to live, work, and thrive. Key priorities for the coming three-year cycle are as follows:

Enhancing Educational Access and Delivery

  • Expand online and hybrid learning opportunities across ASE, ESL, and CTE programs to reduce geographic and scheduling barriers
  • Continue digital equity initiatives by partnering with the Economic Development Collaborative to provide technology resources and digital literacy training
  • Develop and expand Integrated Education and Training (IET) and Integrated English Literacy and Civics Education (IELCE) programs in high-demand sectors, including healthcare, advanced manufacturing, entrepreneurship, information technology, and education
  • Strengthening Student Pathways and Transitions
  • Create seamless pathways between adult schools and community college partners through pathway mapping, dual enrollment expansion, and credit for prior learning opportunities
  • Establish formal data-sharing agreements to track student transitions and success rates across institutions
  • Continue the Transitions Community of Practice to facilitate cross-segmental collaboration and reduce barriers to student advancement

Expanding Community Engagement and Awareness

  • Implement a comprehensive digital marketing strategy using existing marketing assets and student success stories
  • Conduct asset-based community development approaches to identify synergies with community organizations
  • Enhance social media presence and coordinate outreach efforts to increase enrollment among underserved populations

Improving Operational Excellence

  • Strengthen consortium governance through the establishment of working groups and enhanced board meeting procedures.
  • Explore equitable fund allocation models to ensure resources are distributed based on regional needs and member performance
  • Enhance professional development opportunities for faculty, counselors, and administrators through coordinated training calendars and job-alike convenings

Addressing Critical Regional Needs

  • Focus on serving high-priority working adults in struggling households, with emphasis on workforce/CTE programming representing the most significant unmet need
  • Target ESL services to linguistically isolated households requiring specialized wraparound supports
  • Expand basic skills programming to address the substantial gap in foundational education services

Program effectiveness and progress toward identified outcomes will be monitored through monthly board meetings to find ways to build local capacity and leverage resources to support members and partners while respecting local autonomy. 

Financial support for the consortium is provided through AB104 and the California Adult Education Program, which provide categorical funding to consortium agencies in accordance with local governance policies and legislative guidelines. All funds will be allocated following state and consortium policies and the evaluation of member agency effectiveness.

Assessment

To prepare for developing this three-year plan, VCAEC members participated in several activities:

  • The VCAEC hosted a WestEd-facilitated full-day workshop on identifying regional needs and strategy development
  • A facilitated half-day planning retreat was held, focused on shaping the mission and vision for the three-year plan, followed by open meetings focused on refining strategies and activities, particularly related to cross-segmental collaboration and transition
  • An annual student survey was conducted and preliminary results were used to identify and clarify student needs and perspectives
  • Community demographic data were assessed against student enrollments to identify potential areas for outreach and expanded services
  • Data from both DataVista and TOPSpro Enterprise were used to analyze enrollments and evaluate effectiveness. CAEP Consortium Factsheets were also used to validate some information in this plan.
  • Labor Market Data from the Workforce Development Board of Ventura County and custom reports drawn from Lightcast were analyzed and evaluated as well
What type of representatives make up your assessment planning board members?

Which of the following data sources were referenced and contributed to the consortium's understanding of needs, current levels and types of services, and gaps?

No additional context to provide.

Regional Alignment and Priorities

Provide the names and types of the regional partner organizations that your consortium works with to ensure programs offered align with regional needs. *

Click Add Partner Organization, search for the organization’s name, and select it. If the organization is not listed, click Create a new one in the modal, enter the Partner Organization Name, and select the Partner Organization Type.

Partner Organization NamePartner Organization Type
Haas IncorporationBusiness
SkillUp CoalitionBusiness
Simi Valley Chamber of CommerceBusiness
West Ventura County Business AllianceCommunity Organization
America's Job Center of CaliforniaCommunity Organization
Ventura Housing AuthorityBusiness
Oxnard Housing AuthorityCommunity Organization
CalWorksCommunity Organization
City of Camarillo - Public LibraryCommunity Organization
Conejo Valley Unified School DistrictCommunity Organization
CA Department of RehabilitationCommunity Organization
East County American's Job Center of CaliforniaCommunity Organization
Economic Development - City of VenturaCommunity Organization
Fillmore Unified School DistrictCommunity Organization
Frontier High SchoolCommunity Organization
Goodwill Central CoastOther
Moorpark Unified School DistrictCommunity Organization
National Alliance on Mental Illness- NAMICommunity Organization
Ocean View School DistrictCommunity Organization
Oxnard Elementary School DistrictCommunity Organization
Rancho Sespe Farmworker Housing DevelopmentBusiness
Rio School DistrictCommunity Organization
Santa Paula Unified School DistrictCommunity Organization
Simi Valley Unified School DistrictCommunity Organization
Strong Workforce Apprenticeship GroupCommunity Organization
The Arc Community IntegrationCommunity Organization
Todd Road Jail - Ventura CountyCommunity Organization
Ventura Avenue Adult CenterCommunity Organization
Ventura County LibraryCommunity Organization
Ventura Unified School DistrictCommunity Organization
Our Lady of Guadalupe ChurchPhilanthropic Organization
Rotary Club of Simi ValleyPhilanthropic Organization
Workforce Development Board of Ventura CountyWorkforce Development Board
What relevant education and workforce plans that guide services in the region were used to develop this Three-Year Plan?

What are the top priorities in relation to regional alignment?

The primary plans reviewed for alignment of adult education and workforce services include the WIOA Title I Local and Regional Plans developed by the Workforce Development Board of Ventura County (WDBVC), the South Central Coast Regional Consortium (SCCRC) Strong Workforce Plan, and the Carl D. Perkins Career Technical Education Act Local Application and Comprehensive Local Needs Assessment (CLNA) created by VCCCD. Various institutional accreditation reports (WASC, COE) and WIOA Title II Continuous Improvement plans were also reviewed as part of the plan development.

The local and regional WIOA II plans, CLNA, Strong Workforce Plan, and COE Self-Study align with the Workforce Reentry and Career and Technical Education (CTE) CAEP program areas. WIOA II CIP plans align with ABE, ASE, and ESL program areas, and WASC action plans correspond to all seven allowable program areas.

Workforce plans focus on developing local talent in key industry sectors, including Healthcare, Business and Entrepreneurship, Advanced Manufacturing, and Agriculture, among others. They also target populations facing barriers to employment, including English learners, justice-involved individuals, veterans, and those experiencing housing insecurity. Plans often emphasize the need for improved coordination across workforce training and education providers, as well as addressing gaps in expanding work-based learning opportunities, with untapped potential for increased internships, apprenticeships, and employer-led training within CAEP-funded programs.

Several areas present opportunities for enhanced coordination across planning efforts. Some areas of the county have limited access to services that link adult education to workforce development pathways. The timing and sequencing of program offerings across different agencies can also hinder student progress. Data sharing and tracking systems could be better integrated to support coordinated case management and measure progress toward shared regional goals and metrics. Finally, plans indicate that employer engagement strategies could also be systematically coordinated to ensure that curriculum development reflects current industry needs across all program areas rather than being developed in isolation by individual agencies or driven by the requirements of different funding streams.

Key Data Points Used to Evaluate Need

Indicators of regional need for adult education programs include demographic distribution of adult learner populations and current enrollment levels. Demand indicators by program area include:

  • ABE/ASE: Adults 18+ not enrolled in school with less than a high school diploma (US Census)
  • ESL/Citizenship: Adults 18+ who speak a language other than English at home and speak English "less than very well"; individuals in linguistically isolated households where no one over 14 speaks English "very well" (US Census)
  • CTE/Workforce Preparation: Adults 18+ in labor force, unemployed, with less than Bachelor's degree; adults 18 to 64 with less than a Bachelor's degree and household income below county living wage estimates for household need (US Census, MIT Living Wage Calculator)

Regional Need Indicators

  • Adults with less than high school diploma: 92,842 (14.2%)
  • Adults who speak English "less than very well": 109,768 (17%)
  • Individuals in linguistically isolated households: 33,515 (5%)
  • Unemployed with less than Bachelor's degree: 16,657 (2.5%)

Priority Populations (Adults 18-64 with income below living wage)

Total: 117,916 (~24% of population aged 18-64)

  • High Priority: Working adults in struggling households (84,395)
  • Medium Priority: Unemployed adults in struggling households (5,693)
  • Lower Priority: NILF adults in struggling households (27,828)

Integrated Education and Training (IET/IELCE) Needs

Integrated Basic Skills Needed (20,253 total)

  • High Priority: 13,754 (67.9%)
  • Lower Priority: 5,645 (27.9%)
  • Medium Priority: 854 (4.2%)

Integrated ESL Needed (7,957 total)

  • High Priority: 5,917 (74.4%)
  • Lower Priority: 1,476 (18.5%)
  • Medium Priority: 564 (7.1%)

Integrated ESL + Basic Skills Needed (7,818 total)

  • High Priority: 6,293 (80.5%)
  • Lower Priority: 1,497 (19.1%)
  • Medium Priority: 28 (0.4%)

Current Program Supply (2023-24)

  • ABE/ASE Participants: 2,782 (30% of total participants)
  • ESL Participants: 4,865 (53% of total participants)
  • CTE Participants: 2,829 (31% of total participants)
  • Total Participants: 9,233

Implications of Data and Analysis on Strategic Priorities

The data reveals critical gaps between community needs and current service capacity across all program areas:

  • Workforce/CTE Programming represents the most significant unmet need, with only 3.4% of adults earning below living wage currently served (2,829 participants vs. 84,395 high-priority working adults). This suggests a massive untapped demand for skills training among the working poor.
  • ESL Services show concerning undersupply despite appearing proportionally adequate. Current programs serve only 4.4% of adults with limited English proficiency (4,865 vs. 109,768 need). More critically, only 14.5% of linguistically isolated households receive services, indicating concentrated need for targeted programming with wraparound supports.
  • Basic Skills Programming faces substantial gaps, serving approximately 3% of adults lacking high school credentials (2,782 vs. 92,842 need).

Strategic Implications:

  1. Prioritize integrated programming - High-priority working adults consistently represent 67-80% of need across education categories
  2. Expand CTE capacity locally and facilitate transitions into postsecondary training - Greatest opportunity for economic mobility impact
  3. Develop flexible programming - Accommodate working adults' scheduling constraints
  4. Strengthen ESL wraparound services - Address concentrated needs in linguistically isolated communities
  5. Leverage partnerships - Current capacity serves less than 10% of total need, requiring collaborative approaches with employers, libraries, and community organizations
Please identify the categories of needs of your region.

Not Entered
What challenges does your region face that impact the programs you have previously or are currently offering?

Not Entered
Which populations are currently being served by your programs?

Contributions by Entities*

NameRoleThree-Year Plan Contribution
Consortium Members and partners Member representatives Designed proposed strategies
Greg Hill Jr. Lead Facilitator Designed proposed strategies

Regional Service Providers

For each Consortium Member service provider, enter the number of Participants in each program area.

Provider NameProvider TypeNumber of Participants in Program AreaTotal Participants
ABEASEAWDCSSCTEESLPre-ApprenticeshipShort Term CTEWorkforce Reentry
*Conejo Valley UnifiedMember Representative

112

121

0

75

282

961

0

282

0

1833
*Fillmore UnifiedMember Representative

40

51

0

0

28

116

0

28

0

263
*Moorpark UnifiedMember Representative

31

116

0

0

190

218

0

190

0

745
*Ojai UnifiedMember Representative

0

23

0

0

0

0

0

0

0

23
*Oxnard Union HighMember Representative

51

867

0

0

405

1,735

0

405

0

3463
*Santa Paula UnifiedMember Representative

0

30

0

0

15

173

0

15

0

233
*Simi Valley UnifiedMember Representative

67

246

0

102

834

445

0

822

10

2526
*Ventura Co. Office of EducationMember Representative

0

0

0

0

0

0

0

0

0

0
*Ventura County CCDMember Representative

0

34

111

0

621

826

0

338

293

2223
*Ventura UnifiedMember Representative

537

462

172

0

458

485

0

378

80

2572
Total Participants 838 1950 283 177 2833 4959 0 2458 383 13881
* Consortium Member required to input number of Participants

For each service provider added, check the box in the program areas where services are provided.

Provider NameProvider TypeProgram Area Where Services Are Provided
ABEASEAWDCSSCTEESLPre-ApprenticeshipShort Term CTEWorkforce Reentry
Haas Incorporation Business

SkillUp Coalition Business

Simi Valley Chamber of Commerce Business

West Ventura County Business Alliance Community Organization

America's Job Center of California Community Organization

Ventura Housing Authority Business

Oxnard Housing Authority Community Organization

CalWorks Community Organization

City of Camarillo - Public Library Community Organization

Conejo Valley Unified School District Community Organization

CA Department of Rehabilitation Community Organization

East County American's Job Center of California Community Organization

Fillmore Unified School District Community Organization

Frontier High School Community Organization

Goodwill Central Coast Other

Moorpark Unified School District Community Organization

National Alliance on Mental Illness- NAMI Community Organization

Ocean View School District Community Organization

Oxnard Elementary School District Community Organization

Rancho Sespe Farmworker Housing Development Business

Rio School District Community Organization

Santa Paula Unified School District Community Organization

Simi Valley Unified School District Community Organization

Strong Workforce Apprenticeship Group Community Organization

The Arc Community Integration Community Organization

Todd Road Jail - Ventura County Community Organization

Ventura Avenue Adult Center Community Organization

Ventura County Library Community Organization

Ventura Unified School District Community Organization

Our Lady of Guadalupe Church Philanthropic Organization

Rotary Club of Simi Valley Philanthropic Organization

What industries do you currently serve/plan to serve in the future?

Not Entered

Current Service Levels and Distribution

In 2023-24, the VCAEC delivered 1,092,912 total instructional hours across eight agencies, with significant concentration in two program areas:

High-Volume Programs:

  • Career Technical Education: 403,959 hours (37% of total)
  • English as a Second Language: 340,862 hours (31% of total)

Core Academic Programs:

  • Adult Secondary Education: 138,794 hours (13% of total)
  • Adult Basic Education: 110,280 hours (10% of total)

Specialized/Limited Programs:

  • Adults with Disabilities: 75,552 hours (7% of total)
  • Workforce Reentry: 13,045 hours (1% of total)
  • Pre-Apprenticeship: 3,260 hours (0.3% of total)

Program Availability and Coverage

The consortium provides services across seven CAEP program areas with varying accessibility:

  • Universal Coverage: ESL and ASE are offered by all eight agencies, ensuring broad geographic access to core services.
  • Near-Universal Coverage: CTE programs operate at seven agencies, providing strong workforce development infrastructure.
  • Limited Coverage: Specialized programs (Adults with Disabilities, Workforce Reentry, Pre-Apprenticeship) show significant service gaps, with limited agency participation and minimal instructional hours.

Evaluation of Service Alignment with Identified Needs

Critical Service Gaps

  1. Workforce Development Undersupply: Despite CTE showing the highest instructional hours (403,959), current programming serves only 3.4% of high-priority working adults in struggling households (2,829 participants vs. 84,395 needed). This represents the most substantial unmet demand, particularly given that 71% of adults needing workforce services are currently employed and seeking advancement.
  2. ESL Service Capacity: While ESL programs received significant investment (340,862 hours) and universal agency coverage, current services reach only 4.4% of adults with limited English proficiency (4,865 participants vs. 109,768 need). More critically, services reach only 14.5% of linguistically isolated households, indicating insufficient capacity for the most vulnerable populations.
  3. Basic Skills Programming Shortfall: Combined ABE/ASE programming (249,074 hours) serves approximately 3% of adults lacking high school credentials (2,782 participants vs. 92,842 need), representing a massive unmet demand for foundational education.
  4. IET/IELCE Needs: Data clearly highlight the need for IET/IELCE programming:
    1. 20,253 adults need integrated basic skills programming
    2. 7,957 adults need integrated ESL programming
    3. 7,818 adults need integrated ESL + basic skills programming

Geographic and Accessibility Considerations

While core programs (ESL, ASE) achieve universal geographic coverage, some programs are more concentrated among fewer agencies, which may create access barriers for adults needing wraparound supports, particularly in rural areas of Ventura County.

Strategic Service Development Needs

As shown in the needs assessment section earlier in this plan, the following reflect regional priorities for the upcoming 3-year cycle:

  1. Prioritize integrated programming - High-priority working adults consistently represent 67-80% of need across education categories
  2. Expand CTE capacity locally and facilitate transitions into postsecondary training - Greatest opportunity for economic mobility impact
  3. Develop flexible programming - Accommodate working adults' scheduling constraints
  4. Strengthen ESL wraparound services - Address concentrated needs in linguistically isolated communities
  5. Leverage partnerships - Current capacity serves less than 10% of total need, requiring collaborative approaches with employers, libraries, and community organizations

Metrics: CAEP Barriers & Metrics

Goals & Metrics

Metrics

Adult Ed Metrics

  • Low Literacy (155AE)

Consortium Level Metric Targets

In this section, Consortium Level Actuals data from DataVista for the previous three years, including areas to input data for Consortium Level Targets are shown below.

The first row shows the required metric of Number of Adults Served. The following rows show metrics previously selected in the CAEP Barriers and Metrics workflow section.

Input Consortium Level Targets as whole numbers for the upcoming three years for all of the rows of metrics shown below

The 2023-24 data in DataVista will be made available in Spring 2025 and the 2024-25 data will be made available in Spring 2026.

Metric SetMetric DescriptionConsortium Level Metric Actuals Consortium Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllReportable Individuals (200AE) 11,652 12,043

12,244

12,444

12,645

Student BarriersLow Literacy (155AE) 8,627 9,025

9,326

9,627

9,928

Member Level Metric Targets

In this section, Member Level Actuals data from DataVista for the previous three years, including areas to input data for member level Targets for the upcoming three years are shown below.

The first row shows the required metric of Adults Served Who Became Participants. The following rows show metrics previously selected in the CAEP Barriers and Metrics workflow section.

Input Member Level Targets as whole numbers for the upcoming three years for all of the rows of metrics shown below

The 2023-24 data in DataVista will be made available in Spring 2025 and the 2024-25 data will be made available in Spring 2026.

Conejo Valley Unified (No reporting institution)

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE)

1,218

1,238

1,258

* Mandatory for all members


Fillmore Unified (Reported by Fillmore Unified School District)

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 160 179

166

179

193

* Mandatory for all members


Moorpark Unified (Reported by Moorpark Unified School District (MUSD))

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 296 415

493

501

509

* Mandatory for all members


Ojai Unified (Reported by Ojai USD)

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 101 30

83

89

96

* Mandatory for all members


Oxnard Union High (Reported by Oxnard Union High School District (OUHSD))

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 2,384 2,572

2,067

2,101

2,136

* Mandatory for all members


Santa Paula Unified (Reported by Santa Paula Unified School District)

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 99 173

157

169

183

* Mandatory for all members


Simi Valley Unified (No reporting institution)

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE)

1,484

1,508

1,533

* Mandatory for all members


Ventura Co. Office of Education (No reporting institution)

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE)

0

0

0

* Mandatory for all members


Ventura County CCD (Reported by Ventura)

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 1,118 1,465

1,489

1,514

1,538

* Mandatory for all members


Ventura Unified (Reported by Ventura Unified School District (Jail Program))

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 206 276

1,753

1,782

1,811

* Mandatory for all members

Member Spending Targets

The Percent of Available Funds Spent in 2022-23, 2023-24, and 2024-25, imported from NOVA, is in the first row. This is a required metric. Add 2025-26, 2026-27, and 2027-28 Targets for each member district’s Percent of Available Funds Spent.

Enter each of the Percent of Available Funds Spent as percentages for each year
Member% of Available Funds SpentMember Level Targets
2022-232023-242024-252025-262026-272027-28
Conejo Valley Unified 100% 100% 100%

60%

60%

60%

Fillmore Unified 100% 100% 80%

60%

60%

60%

Moorpark Unified 100% 100% 31%

60%

60%

60%

Ojai Unified 100% 100% 6%

60%

60%

60%

Oxnard Union High 100% 100% 67%

60%

60%

60%

Santa Paula Unified 100% 100% 50%

60%

60%

60%

Simi Valley Unified 100% 100% 85%

60%

60%

60%

Ventura Unified 100% 100% 50%

60%

60%

60%

Objectives

Objective #1: Address Educational Needs

Description of Objective

The VCAEC will continue to explore ways to minimize gaps in services and maximize available resources to meet regional needs and gaps, particularly those revealed or exacerbated by the COVID-19 pandemic.

Gaps in Service

In addition to the activities identified in the Activities and Outcomes section, VCAEC agencies will engage in the following:

  1. Continue or expand services in all allowable CAEP programs per regional needs and available resources
  2. Hold monthly board meetings to share best and promising practices, evaluate progress and performance, and discuss emergent issues
  3. Increase engagement with the community educational providers and partners
  4. Conduct quarterly data reviews to improve data quality and consistency in reporting
  5. Conduct quarterly checks of financial reporting data from NOVA
  6. Provide and expand online/hybrid learning options

Leveraging Resources

In addition to items identified in the Activities & Outcomes section, VCAEC agencies will pursue the following activities designed to maximize available resources to address the education and workforce training needs within Ventura County:

  1. Participate in and support grant programs provided by the EDC, WDBVC, or other workforce partners to enhance student learning opportunities, such as the WIOA Youth Grant and the Disability Employment Navigator Programs.
  2. Seek to leverage more intentionally the resources and services available in the larger community 
  3. Coordinate with high school, county office, community college, and other community partners to develop and strengthen pathways leading to post-secondary education and high-wage careers
  4. Hold monthly board meetings to share best and promising practices, evaluate progress and performance, and discuss emergent issues.
  5. Continue to serve as a voting member of the WDBVC for a second 3-year term, representing all adult education regional programs

Objective #2: Improve Integration of Services & Transitions

Select the strategies that your consortium is using to improve 1) integration of services and 2) transitions to post-secondary education and the workforce
  1. Utilizing Data

  2. Providing Professional Development

  3. Identifying Best Practices

  4. Offering Flexible Courses and Services

Not Entered

Not Entered

Objective #3: Improve Effectiveness of Services

Select the programmatic strategies that your consortium is using to improve effectiveness of services:

Not Entered

Select the operational strategies that your consortium is using to improve effectiveness of services:

Not Entered

Not Entered

Activities & Outcomes

Objective #1: Address Educational Needs

1.1 Enhance Online/Hybrid Learning Opportunities

The consortium will strengthen and expand online/hybrid learning opportunities across ASE, ESL, and CTE programs to help mitigate barriers to access and increase student success. Key deliverables include providing online and hybrid course offerings. This initiative directly supports the CAEP objective of addressing educational needs by removing geographic and scheduling barriers that prevent adult learners from accessing services. In the short term, student enrollment is expected to increase in online and hybrid courses. Intermediate outcomes include improved persistence and completion rates as students benefit from flexible scheduling options. In the long term, these offerings will help reduce barriers to achieving academic and professional goals. This activity will contribute to increasing the number of adults served (AE 200) while supporting gains in educational functioning levels across ABE, ASE, and ESL programs (AE 400 series), ultimately helping more participants earn high school diplomas or equivalencies (AE 633) and addressing low literacy barriers (AE 311).

Outcomes

Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).

  • More students enroll in online/hybrid course offerings in ASE, ESL, and CTE
  • Students face fewer barriers to access and success
  • Persistence and completion rates among students with barriers increase
  • Increased transition rates
  • All consortium agencies offer at least one hybrid/online course offering
  • Students make meaningful progress toward academic and professional goals
  • Geography and scheduling constraints are mitigated

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)
  • All: Reportable Individuals (200AE)
  • Student Barriers: Low Literacy (155AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
Member agency leadConejo Valley Unified06/30/2028
Member agency leadMoorpark Unified06/30/2028
Member agency leadOxnard Union High06/30/2028
Member agency leadSimi Valley Unified06/30/2028
Member agency leadSanta Paula Unified06/30/2028
Member agency leadVentura Unified06/30/2028
Member agency leadOjai Unified06/30/2028
Member agency leadFillmore Unified06/30/2028

1.2 Sustain Digital Equity & Upskilling Support

Building on previous Digital Upskilling grant work, the consortium will partner with the Economic Development Collaborative to identify new funding opportunities to continue to deliver the course and provide technology resources, including Chromebooks and support stipends to participating students. Key deliverables include securing alternative funding sources (as opportunities are available), distributing technology and supports, and delivering digital literacy curriculum. This activity aligns with Objective #1: Address Educational Needs through its focus on improving digital literacy, a key need in the region. It also advances CAEP Objective #2, which aims to enhance service effectiveness by ensuring that students possess the technological tools and skills necessary for academic and career success. Short-term outcomes include identifying / pursuing funding opportunities and program implementation. Intermediate goals focus on increasing student technology proficiency and transition. Long-term outcomes will ensure students are equipped to use technology to advance their personal and professional goals in an increasingly digital economy. The initiative will address low literacy barriers (AE 311) while supporting overall increases in adults served.

Outcomes

Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).

  • Consortium agencies partner with the EDC to secure supplemental funding where available
  • Digital literacy curriculum is delivered at selected sites
  • Participants benefit from devices and supports provided
  • Participants increase awareness of opportunities to bridge into other adult school or community college programs
  • Students increase digital literacy
  • More students transition into programs at regional adult schools or colleges
  • Fewer adults experience gaps in digital literacy and are better equipped to pursue postsecondary education, new employment opportunities, or advance in their jobs or careers

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)
  • All: Reportable Individuals (200AE)
  • Student Barriers: Low Literacy (155AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
Member agency leadFillmore Unified06/30/2028
Member agency leadMoorpark Unified06/30/2028
Member agency leadOjai Unified06/30/2028
Member agency leadOxnard Union High06/30/2028
Member agency leadSanta Paula Unified06/30/2028
Member agency leadSimi Valley Unified06/30/2028
Member agency leadVentura Unified06/30/2028

1.3 Expand / Deliver IET/IELCE Programs

The consortium will continue to expand Integrated Education and Training and Integrated English Literacy and Civics Education offerings across multiple high-demand career pathways, particularly in healthcare, advanced manufacturing, entrepreneurship, information technology, and education sectors. Key deliverables include developing or implementing IET/IELCE curricula, establishing partnerships and delivery in collaboration with the WVE, VCOE, local high schools, community partners, and colleges. This activity addresses Objective #1 in its focus on providing English and basic skills education, as well as addressing workforce needs. It also addresses the CAEP objective of improving integration of services and transitions by connecting English language learning with career-specific skills training that lead directly to employment opportunities. In the short term, participating agencies will continue to deliver or expand IET/IELCE offerings across priority sectors. Intermediate outcomes include increased regional enrollment in integrated programs, improved employer partnerships, and expanded program offerings across agencies. Long-term goals ensure students are better prepared for workforce entry and face fewer barriers to career advancement in high-demand fields. The activity will support educational functioning level gains in ESL (AE 400-ESL), increase postsecondary credential attainment (AE 625), improve transitions to CTE programs (AE 636), and address multiple student barriers, including English language learner status and low literacy (AE 311).

Outcomes

Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).

  • More students enroll in IET/IELCE Programs
  • Agencies develop or expand programming based on local workforce needs
  • More agencies provide IET/IELCE programs in conjunction with other community partners as resources necessitate
  • Increased participation in IET/IELCE programs
  • More students are placed into aligned jobs with area employers
  • Partnerships with employers are strengthened
  • Adult learners are better prepared for workforce entry and face fewer barriers to career advancement in high-demand fields, including healthcare, skilled trades, and technology

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)
  • All: Reportable Individuals (200AE)
  • Student Barriers: Low Literacy (155AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
Member agency leadConejo Valley Unified06/30/2028
Member agency leadFillmore Unified06/30/2028
Member agency leadMoorpark Unified06/30/2028
Member agency leadOjai Unified06/30/2028
Member agency leadOxnard Union High06/30/2028
Member agency leadSanta Paula Unified06/30/2028
Member agency leadSimi Valley Unified06/30/2028
Member agency leadVentura Unified06/30/2028
Member agency leadVentura Co. Office of Education06/30/2028

Objective #2: Improve Integration of Services & Transitions

2.1 Explore Transitions & Pathway Development

The consortium will strengthen student pathways between adult schools and community college partners through intentional pathway development, dual enrollment, exploration of credit for prior learning, and formalized data sharing agreements. Key deliverables include continuing the Transitions Community of Practice, pathway mapping and alignment, exploring credit for prior learning, expanding dual enrollment, establishing data sharing among VCAEC agencies to track transitions and success, and creating structured exposure opportunities for adult school students to learn about community college programs. This activity directly supports the CAEP objective of improving integration of services and transitions by creating seamless pathways that reduce barriers and accelerate student progress toward their academic and career goals. Short-term outcomes include the continuation of the transitions CoP, defining approach and programs for pathway mapping and alignment, and developing relationships between adult schools and colleges. Intermediate goals focus on increasing successful transitions, improving pathway coordination, and credits earned. Long-term, adult learners experience seamless transitions with documented improvements in student success and completion rates. The activity will contribute to improved transition metrics (AE 637, AE 636), increased postsecondary credential attainment (AE 625), and reduced barriers for adult learners seeking to advance their education.

Outcomes

Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).

  • Facilitated transitions CoP sessions are held
  • Pathway mapping approach defined, including from HS
  • More AE/CC students are more knowledgeable of programs and services available within the region
  • Administrators have lists for adult schools and community college contacts
  • Pathway / opportunity maps are developed for selected CTE programs
  • Cross-segmental partnerships are strengthened
  • More students participate in dual-enrollment or articulated credit courses
  • More students earn credits for prior learning
  • More students transition into community college
  • Adult learners experience seamless pathways through high school, adult schools, and community college
  • More students complete high-value certificates and degrees, and enter gainful employment in less time

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)
  • All: Reportable Individuals (200AE)
  • Student Barriers: Low Literacy (155AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
Member agency leadConejo Valley Unified06/30/2028
Member agency leadFillmore Unified06/30/2028
Member agency leadMoorpark Unified06/30/2028
Member agency leadOjai Unified06/30/2028
Member agency leadOxnard Union High06/30/2028
Member agency leadSanta Paula Unified06/30/2028
Member agency leadSimi Valley Unified06/30/2028
Member agency leadVentura Unified06/30/2028

2.2 Leverage Marketing Assets & Community Outreach

The consortium will utilize marketing materials and student features developed over the past year to enhance student recruitment and promote consortium achievements through expanded social media presence, strategic communications, and asset-based community development approaches. Key deliverables include creating a comprehensive digital marketing strategy, developing social media content calendars, producing student success story campaigns, implementing coordinated outreach efforts across all member agencies, and conducting asset mapping exercises to identify synergies with community organizations. This activity supports the CAEP objective of addressing educational needs by increasing community awareness of available programs and services, particularly among underserved populations, while leveraging existing community assets and partnerships. Short-term outcomes include establishing an enhanced digital marketing infrastructure, launching coordinated promotional campaigns, and identifying opportunities for community partnerships. Intermediate goals focus on increasing enrollment, improving stakeholder awareness of program offerings, and developing sustained community partnerships. Long-term impacts will result in more students from diverse backgrounds accessing services, earning credentials, and achieving academic goals while strengthening collaborative partnerships with community organizations and establishing the consortium as a community anchor. This activity will directly contribute to increasing the number of adults served (AE 200) and reducing low literacy barriers (AE 311).

Outcomes

Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).

  • Consortium social media channels established
  • Print materials disseminated across agencies and selected partners, including America's Job Centers
  • More students express interest and enroll in adult education programs at member sites
  • Asset mapping identifying community resources among participating agencies is conducted by selected agencies
  • VCAEC has expanded social media presence
  • Prospective students, employers, and community members are more knowledgeable of programs at VCAEC member sites
  • Partnerships among community agencies are strengthened and expanded
  • More students enroll in VCAEC programs
  • The VCAEC is at the center of the regional workforce ecosystem
  • More students from diverse backgrounds access services, earn credentials and degrees, and enter into high-wage, high-demand occupations

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)
  • All: Reportable Individuals (200AE)
  • Student Barriers: Low Literacy (155AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
Member agency leadConejo Valley Unified06/30/2028
Member agency leadFillmore Unified06/30/2028
Member agency leadMoorpark Unified06/30/2028
Member agency leadOjai Unified06/30/2028
Member agency leadOxnard Union High06/30/2028
Member agency leadSanta Paula Unified06/30/2028
Member agency leadSimi Valley Unified06/30/2028
Member agency leadVentura Unified06/30/2028
Member agency leadVentura Co. Office of Education06/30/2028
Member agency leadVentura County CCD06/30/2028

Objective #3: Improve Effectiveness of Services

3.1 Strengthen Consortium Operations & Governance

The consortium will enhance operational effectiveness by establishing working groups, enhancing board meeting procedures and structure, and exploring alternative approaches for allocation of funds. Key deliverables include establishing working groups for key initiatives with regular report-outs, implementing monthly points of pride sharing, and development of an allocation model that may consistently ensure funds are equitably distributed across agencies. This activity supports the CAEP objective of enhancing service effectiveness by improving engagement and the effective use of funds. Short-term outcomes include establishing new operational structures and improving meeting effectiveness. Intermediate goals focus on sustained collaborative engagement and documented operational improvements. Long-term impacts will establish the consortium as a model for effective adult education collaboration and equitable distribution of funds. The activity will indirectly support all student metrics by creating more effective organizational systems that better coordinate services and resources across member agencies.

Outcomes

Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).

  • Working groups for advancing key consortium initiatives and structured report-out processes are established
  • Monthly points of pride sharing are incorporated into standing board meetings
  • Increased awareness among existing and prospective community partners of VCAEC programs and services, and areas of overlap
  • VCAEC explores alternative approaches to the allocation of funds to member agencies
  • Increased participation and satisfaction among board members and community partners
  • Stronger engagement with community partners
  • VCAEC establishes a preliminary model for equitable allocation of funds to member agencies
  • The VCAEC operates more efficiently and effectively
  • CAEP funds are allocated and rebalanced equitably as needs dictate

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)
  • All: Reportable Individuals (200AE)
  • Student Barriers: Low Literacy (155AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
Member agency leadConejo Valley Unified06/30/2028
Member agency leadFillmore Unified06/30/2028
Member agency leadMoorpark Unified06/30/2028
Member agency leadOjai Unified06/30/2028
Member agency leadOxnard Union High06/30/2028
Member agency leadSanta Paula Unified06/30/2028
Member agency leadSimi Valley Unified06/30/2028
Member agency leadVentura County CCD06/30/2028
Member agency leadVentura Unified06/30/2028
Member agency leadVentura Co. Office of Education06/30/2028

3.2 Enhance Professional Development & Capacity

The consortium will enhance the knowledge, skills, and effectiveness of teachers, counselors, and administrators involved in CAEP programs through participation in regional and statewide professional development opportunities, collaborative learning experiences, and the sharing of evidence-based practices. Key deliverables include implementing consortium-wide professional development calendars, conducting job-alike convenings for teachers and counselors, hosting collaborative training sessions on emerging best practices, providing specialized development in equity and cultural responsiveness, supporting attendance at state and national conferences, and facilitating peer observation and mentoring programs. This activity directly supports the CAEP objective of enhancing the effectiveness of services by ensuring that all personnel possess the knowledge and skills necessary to deliver high-quality, culturally responsive instruction and support services. Short-term outcomes include establishing a coordinated professional development calendar and increasing staff participation in local learning opportunities within the region. Intermediate goals focus on documented improvements in instructional practices and student support services. Long-term outcomes focus on improvements to program quality and engagement. The activity will contribute to educational functioning level gains across all program areas (AE 400 series), improved completion rates (AE 633), and reduced student barriers through more effective and culturally responsive instruction and support services.

Outcomes

Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).

  • Establish consortium-wide professional development calendar
  • Conduct 2-3 planning sessions across agencies around shared professional development opportunities to be provided
  • Host job-alike convening for teachers, counselors, and administrators
  • Deliver other shared professional development activities identified during planning sessions
  • Teachers, counselors, and administrators are more knowledgeable of CAEP
  • Instruction, student engagement, and program administration are improved

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)
  • All: Reportable Individuals (200AE)
  • Student Barriers: Low Literacy (155AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
Member agency leadConejo Valley Unified06/30/2028
Member agency leadFillmore Unified06/30/2028
Member agency leadMoorpark Unified06/30/2028
Member agency leadOjai Unified06/30/2028
Member agency leadOxnard Union High06/30/2028
Member agency leadSanta Paula Unified06/30/2028
Member agency leadSimi Valley Unified06/30/2028
Member agency leadVentura Co. Office of Education06/30/2028
Member agency leadVentura County CCD06/30/2028
Member agency leadVentura Unified06/30/2028

Funds Evaluation

Member Allocations and Expenditures

Member AgencyPrior Year Total Leveraged FundsProgram Reporting Status
Conejo Valley Unified $2,515,986Certified
Fillmore Unified $1,262,811Certified
Moorpark Unified $667,999Certified
Ojai Unified $130,965Certified
Oxnard Union High $5,092,252Certified
Santa Paula Unified $461,075Certified
Simi Valley Unified $7,917,574Certified
Ventura Co. Office of Education $0Certified
Ventura County CCD $0Certified
Ventura Unified $7,091,317Certified
Totals$25,139,979 10/10 Certified

CAEP funds will be allocated to member agencies in accordance with the requirements of AB104 and member performance. Conejo Valley, Oxnard, Simi Valley Institute, and Ventura Adult and Continuing Education will continue to leverage WIOA II funds to maximize the levels and types of programs and services available to support adult education. In varying degrees, supplemental funds from LCFF, CalWORKS, fees, or other grants will augment existing resources available to member agencies. Overall, CAEP dollars are estimated to comprise approximately 70% of the VCAEC’s funding. Member agencies do and will continue to seek out opportunities to diversify funding sources, build economies of scale, and leverage regional resources where possible.

Certification

Conejo Valley Unified - Member Representative

Approved by Mike Sanders

06/23/2025 01:31 PM PDT

Fillmore Unified - Member Representative

Approved by Blanca Mendieta

06/30/2025 07:37 PM PDT

Moorpark Unified - Member Representative

Approved by Sean Abajian

06/23/2025 01:18 PM PDT

Ojai Unified - Member Representative

  • Adult School Principal
  • amejia@ojaiusd.org
  • (805) 640-4300 ext: 1009
Approved by Alexandra Mejia-Holdsworth

06/23/2025 02:51 PM PDT

Oxnard Union High - Member Representative

Approved by Leticia Carabajal Oxnard Adult School

06/23/2025 01:43 PM PDT

Santa Paula Unified - Member Representative

  • Assistant Superintendent of English Learner Services and Community Engagement
  • gramirez@santapaulausd.org
  • (805) 933-8878
Approved by Gina Ramirez Dr.

06/23/2025 01:17 PM PDT

Simi Valley Unified - Member Representative

Approved by Stacy Cashman

06/25/2025 11:38 AM PDT

Ventura Co. Office of Education - Member Representative

  • K12 SWP Pathway Coordinator
  • amarenco@vcoe.org
  • (805) 437-8078 ext: 8078
Approved by Marty McGrady

06/23/2025 03:05 PM PDT

Ventura County CCD - Member Representative

Approved by Cynthia Herrera

06/25/2025 10:55 AM PDT

Ventura Unified - Member Representative

Approved by Valerie Gaona

07/01/2025 11:05 AM PDT